ABSTRACT
The age of Enlightenment of the late eighteenth century fostered the notion that the perfection of man was dependent on education. Educational inclusion at that time was conceived as the provision of public education services and as participation in public education efforts. The purpose of education was to strive for human perfection, the formation of man (Bildung) and the development of learning competencies. Educators focused on the young generation and, as such, the direction of a future-enlightened society. For example, early efforts in educating deaf children were still based on theology rather than science. The prevailing notion was that, through the acquisition of verbal language, deaf children should be able to communicate with God and, therefore, rescue their souls (Lane, 1988). The success with deaf children in the first residential educational institution for deaf children in Paris, along with schools for blind, crippled, and mentally retarded children and Itard’s famous education experiments with the wild boy of Aveyron (Lane, 1988), produced evidence for the educability of children with disabilities. Theologians, physicians, and later on specialized educators (Heilpädagogen) searched for the educational remedium (Comenius) to help children with disturbed educability (gestörte Bildsamkeit, Herbart). Differentiated educational methods for disabled children and specified educational institutions were established and demonstrated success.
